State Standards: GLEs/GSEs National Content Standards:
GSE for Physical Sciences
Ps2 (Ext)-5aa States: Identifying, measuring, calculating and analyzing qualitative and quantitative relationships associated with energy transfer or energy
transformation
Ps2 (Ext) 6 States: 6aa using chemical equations and information about molar masses to predict quantitatively the masses of reactants and products in chemical reactions.
6bb using quantitative heat flow or calorimetric investigations to determine the energy released or consumed
in the process. Common Core standards
4. Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they
are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
5. Analyze how the text structures information or
ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
7. Integrate and evaluate multiple sources of
information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Context of the Lesson
This will come in the second unit, after I have taught the basic tools needed for high school chemistry 1. It will most likely be the second section in the second unit. It will be after I have taught the students how to name and identify molecular compounds. They must first know the nomenclature and how to create the compounds before they can learn how bonding between the compounds works.
Opportunities to Learn
Plans to differentiate instruction: To insure that all of my students get an equal opportunity to learn I make sure to reference MI. In this lesson I will have logical mathematical, spatial, linguistic, inter and intra personal.
Accommodations and modifications: If I were to have a student that has more specific needs I will plan around his/her needs.
Environment factors: The room will be set up with me in the front of a white boards, and I will have tables of 4 in front of me.
Content Objective- The student will be able to explain what covalent bonding is and how it works.
Reading Objective- The student will determine importance from looking at the periodic table and make connections to polar and non polar covalent bonds.
Instructional Procedures
Opening: To open up the lesson I will show the students a clip that I found on google video. It is about the reactivity of certain metals with water. It is fun and interesting, because it blows things up. After the video I will ask questions to get the students thinking about what they just saw. Such as How does that have to do with bonding? Does bond strength have anything to do with it? How about the type of bonds? This will hopefully wake the students up and get them thinking about bonding.
Engagement: I will explain the rules of covalent polar and non polar bonds. The more electronegative a molecule is the greater the polarity between that molecule. How do you calculate electro- negativity? From the bottom left to the top right in a 45 degree angle electro negativity increases. There is a table that has the exact electro negativity. Therefore you can reference that. To figure out polarity you must subtract the lower number from the higher number. For instance NaCl is Na-.93 and Cl-3.16 Therefore take 3.16-.93=2.23 This is considered ionic. Does anyone know why? The electro negativity relates polar strength to the type of bond. You need to know these fallowing numbers. If the electro neg number is greater than 1.7, it is ionic. Just use this number as the cut off but do understand that this is not concrete, there is some gray area. Due to the fact that this is used to identify the bond tendencies. If less then it is covalent. If the electro neg number is .5 or greater it is considered to have some sort of polarity. If less then it is considered to be non polar. Therefore the NaCl has covalent bonds that are highly polar. Now does anyone know what polarity is? It is an attraction between the two molecules. Now we have come to the conclusion that there are four types of bonds. What are they? Ionic polar, Ionic Non-polar, Covalent polar, Covalent non-polar. A few more points that you should have in your notes are that is that the more polar the shorter the bond length and the smaller the molecule because the polar attraction brings them together. Now after the think aloud I will have the student go into their groups and work on the worksheet that I have. The student will have about 15 min to complete as much of the worksheet as they can. If they don’t finish the worksheet then it will be homework. Most likely every student will have to do part of it at home. This will give me feedback on how their progress is individually. I will also provide a note taking guide that they can use, and it will have an image of electro-negativity trends on the periodic table. As we talked about electron dot structures with ionic bonds we can do the same with covalent bonds. The double bond is depicted by two line and the triple with 3. Closure: Now that there are about 5 to 10 minutes left then the students will go to their seats. Now that you have had some time for practice let us see what you learned. Just call it out which is more electro negative? Cl, or F. Someone tell me the cut off for ionic and covalent bonding, and is it a fixed number? What about how to calculate an electro negative number in a molecule? Make sure that you go home and finish the worksheet there is only one way to learn how to do this and that is practice. Perfect practice makes perfect. I will hand out a study guide to students along with a few worksheets for them to do by the time we review for the exam.
Assessment
If the student can finish the worksheet and get the correct answers and the work behind the answer makes sense and resembles that the student understands fully what he or she are doing. I don’t have a number, but I can see the improvement.
Lesson Title
Lesson 7
National Content Standards:
Ps2 (Ext)-5aa States: Identifying, measuring, calculating and analyzing qualitative and quantitative relationships associated with energy transfer or energy
transformation
Ps2 (Ext) 6 States: 6aa using chemical equations and information about molar masses to predict quantitatively the masses of reactants and products in chemical reactions.
6bb using quantitative heat flow or calorimetric investigations to determine the energy released or consumed
in the process.
Common Core standards
4. Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they
are used in a specific scientific or technical context
relevant to grades 11–12 texts and topics.
5. Analyze how the text structures information or
ideas into categories or hierarchies, demonstrating
understanding of the information or ideas.
7. Integrate and evaluate multiple sources of
information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
To insure that all of my students get an equal opportunity to learn I make sure to reference MI. In this lesson I will have logical mathematical, spatial, linguistic, inter and intra personal.
Accommodations and modifications:
If I were to have a student that has more specific needs I will plan around his/her needs.
Environment factors:
The room will be set up with me in the front of a white boards, and I will have tables of 4 in front of me.
Materials:
White board, markers, worksheet,
Opening video,
Brainiac: Alkali Metals. Google Video. Google, 2007. Web. 15 Feb. 2012. <http://video.google.com/videoplay?docid=-2134266654801392897>.
Reading Objective- The student will determine importance from looking at the periodic table and make connections to polar and non polar covalent bonds.
Instructional Procedures
Engagement:
I will explain the rules of covalent polar and non polar bonds. The more electronegative a molecule is the greater the polarity between that molecule. How do you calculate electro- negativity? From the bottom left to the top right in a 45 degree angle electro negativity increases. There is a table that has the exact electro negativity. Therefore you can reference that. To figure out polarity you must subtract the lower number from the higher number. For instance NaCl is Na-.93 and Cl-3.16 Therefore take 3.16-.93=2.23 This is considered ionic. Does anyone know why? The electro negativity relates polar strength to the type of bond. You need to know these fallowing numbers. If the electro neg number is greater than 1.7, it is ionic. Just use this number as the cut off but do understand that this is not concrete, there is some gray area. Due to the fact that this is used to identify the bond tendencies. If less then it is covalent. If the electro neg number is .5 or greater it is considered to have some sort of polarity. If less then it is considered to be non polar. Therefore the NaCl has covalent bonds that are highly polar. Now does anyone know what polarity is? It is an attraction between the two molecules. Now we have come to the conclusion that there are four types of bonds. What are they? Ionic polar, Ionic Non-polar, Covalent polar, Covalent non-polar. A few more points that you should have in your notes are that is that the more polar the shorter the bond length and the smaller the molecule because the polar attraction brings them together. Now after the think aloud I will have the student go into their groups and work on the worksheet that I have. The student will have about 15 min to complete as much of the worksheet as they can. If they don’t finish the worksheet then it will be homework. Most likely every student will have to do part of it at home. This will give me feedback on how their progress is individually.
I will also provide a note taking guide that they can use, and it will have an image of electro-negativity trends on the periodic table.
As we talked about electron dot structures with ionic bonds we can do the same with covalent bonds. The double bond is depicted by two line and the triple with 3.
Closure: Now that there are about 5 to 10 minutes left then the students will go to their seats. Now that you have had some time for practice let us see what you learned. Just call it out which is more electro negative? Cl, or F. Someone tell me the cut off for ionic and covalent bonding, and is it a fixed number? What about how to calculate an electro negative number in a molecule? Make sure that you go home and finish the worksheet there is only one way to learn how to do this and that is practice. Perfect practice makes perfect.
I will hand out a study guide to students along with a few worksheets for them to do by the time we review for the exam.